Examining Adult Oral Interaction Within an ESL Classroom: influences of gender and culture
Bibliographic record
Abstract
This study examines the influence of student gender and culture on oral participation in English as a Second Language (ESL) classes. Seven adult students who had recently immigrated to Canada participated in the study. I examined the experiences of students in their adult education course. Gender was the primary focus of the research, and the influence of culture was also a secondary point of consideration. The study integrated a mixed-methods approach to data collection, using a Likert scale survey, classroom observations, and semi-structured interviews. The results of the study displayed gender differences related to topics of discussion, frequency of participation, rate of interruption, and the home cultures of the students. By identifying gender-rooted imbalances, educators can actively implement educational structures that discourage gender-based inequalities in the ESL classroom. The findings of the study could, in turn, impact: the selected classroom activities, group pairings, and topics of discussion. Keywords: ESL education, second language acquisition, educational inequalities, gender
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".